Understanding Students' Learning Preferences: The Use of VARK-Based Strategies in the LMS
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| Title: | Understanding Students' Learning Preferences: The Use of VARK-Based Strategies in the LMS |
|---|---|
| Language: | English |
| Authors: | Nagaletchimee Annamalai (ORCID |
| Source: | Educational Process: International Journal. Article e2025574 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Preferences, Cognitive Style, Learning Strategies, Learning Management Systems, Individualized Instruction, Learning Experience, Undergraduate Students, Foreign Countries, Learning Modalities, Visual Learning, Aural Learning, Writing (Composition), Experiential Learning, Kinesthetic Perception |
| Geographic Terms: | Malaysia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study examines integrating the VARK learning style model into Learning Management Systems (LMS) to create more personalized learning experiences. The VARK model classifies the learners as Visual, Auditory, Reading, Writing, or Kinesthetic, enabling tailored instructional strategies. Materials/methods: By employing an explanatory mixed-methods design, the study involved 62 Malaysian undergraduates who completed a survey and participated in interviews. Results: The quantitative data revealed a strong preference for visual and auditory learning styles, with moderate support for kinesthetic and writing activities, while reading seems less preferred. The qualitative data provided context, illustrating the role of visual aids, verbal explanations, and hands-on activities in enhancing comprehension and engagement. Conclusion: The study addresses a research gap on the impact of VARK-based adjustments in LMS environments, suggesting adaptive digital learning strategies to improve engagement, comprehension, and learning outcomes in higher education. These findings emphasise the value of multimodal strategies to meet the diverse learning preferences within LMS platforms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491003 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study examines integrating the VARK learning style model into Learning Management Systems (LMS) to create more personalized learning experiences. The VARK model classifies the learners as Visual, Auditory, Reading, Writing, or Kinesthetic, enabling tailored instructional strategies. Materials/methods: By employing an explanatory mixed-methods design, the study involved 62 Malaysian undergraduates who completed a survey and participated in interviews. Results: The quantitative data revealed a strong preference for visual and auditory learning styles, with moderate support for kinesthetic and writing activities, while reading seems less preferred. The qualitative data provided context, illustrating the role of visual aids, verbal explanations, and hands-on activities in enhancing comprehension and engagement. Conclusion: The study addresses a research gap on the impact of VARK-based adjustments in LMS environments, suggesting adaptive digital learning strategies to improve engagement, comprehension, and learning outcomes in higher education. These findings emphasise the value of multimodal strategies to meet the diverse learning preferences within LMS platforms. |
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| ISSN: | 2147-0901 2564-8020 |
